Learning by Playing. A Case Study of the Education in Photography by Digital Games
DOI:
https://doi.org/10.15503/jecs2023.1.465.479Keywords:
digital games, education, game-based learning, photo mode, photography, serious games, virtual photographyAbstract
Aim. The study aims to explore the current state of digital game-based learning to reflect the extent, possibilities, opportunities, and limitations of its implementation in the specific field of education as visual art, especially photography.
Method. The explorative study employed the method of theoretical analysis of available literature and other secondary sources related to the issue, and subsequently applied the method of an illustrative (descriptive) case study.
Results. Photo modes of commercially available digital games, originally intended to increase the players’ retention and participation, have led to the birth of a new art form, virtual photography. The technology of photo modes in a larger variety of recent games has made virtual photography available to significantly more players. Photo modes provide artistic control and creative options alongside a whole catalogue of lenses, camera parameters, and other features, reducing the financial burden associated with the purchase of photographic equipment. Furthermore, photo modes offer more than just a substitutable alternative to traditional photography, as added artistic value is found within virtual worlds.
Conclusions. Despite some limitations regarding the overall implementation of digital game-based learning in photography classrooms, photo modes of commercially available digital games are a suitable tool for educational efforts in photography through both self-development and measurement of outcome-based learning.
Downloads
References
Abdul Jabbar, A. I., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(4), 740-779.
Abt, C. C. (1975). Serious games. Viking Compass.
Alawajee, O., & Delafeld-Butt, J. (2021). Minecraft in education benefits learning and social engagement. International Journal of Game-Based Learning, 11(4), 19-56.
Alföldiová, A. (2020). Educational use of second life. In Z. Hudíková, L. Škripcová, & N. Kaňuková (Eds.), Quo vadis massmedia (pp. 2-10). FMK UCM.
Allsop, Y. (2017). Computer science: Silent ‘C’ in ‘STEM’. In S. Humble (Ed.), Creating the coding generation in primary schools (pp. 119-128). Routledge.
Balážiková, M. (2023). Vybrané kapitoly pôsobenia digitálnych hier [Selected chapters of digital games effects]. FMK UCM.
Bend Studio. (2019). Days Gone [Video game]. Sony Interactive Entertainment.
Bethesda Game Studios. (2002). The Elder Scrolls III: Morrowind [Video game]. Bethesda Softworks.
Breuer, J., & Bente, G. (2010). Why so serious? On the relation of serious games and learning. Eludamos: Journal for Computer Game Culture, 4(1), 7-24.
CD Projekt Red. (2020). Cyberpunk 2077. [Digital game]. CD Projekt.
Chem, Y. S. (2015). Games-to-teach or games-to-learn: Unlocking the power of digital game-based learning through performance. Springer.
Dale, G., & Green, S. C. (2015). Video games and cognitive performance. In R. Kowert, & T. Quandt (Eds.), The video game debate: Unravelling the physical, social, and psychological effects of video games (pp.131-151). Routledge.
Dowel, J. (2007). Digital games and learning gains. OECD. https://www.oecd.org/education/ceri/39414809.pdf.
Droege, C. B. (2011). NEA: video games are an art form. (2011). Icrontic. https://icrontic.com/article/nea-video-games-are-an-art-form.
Farkaš, T. (2021). Being digital with my daughter: A continual search for positive effects of digital games. In M. Prostináková Hossová, J. Radošinská, & M. Solík (Eds.), Megatrends and media: Home officetainment (pp. 500-515). FMK UCM.
Frattini, F. (2021). The acceleration of digitalisation within education as a result of COVID-19. Global Focus Magazine, 15(1). https://www.globalfocusmagazine.com/the-acceleration-of-digitalisation-within-education-as-a-result-of-covid-19/.
Insomniac Games. (2020). Marvel’s Spider-Man: Miles Morales [Video game]. Sony Interactive Entertainment.
Jacobs, R. (2021). Serious games: Play for change. In R. Kowert, & T. Quandt (Eds.), The video game debate 2: Revisiting the physical, social and psychological effects of video games (pp. 19-40). Routhledge.
Krouska, A., Troussas, C., & Sgouropoulou, C. (2022). Mobile game-based learning as a solution in COVID-19 era: Modelling the pedagogical affordance and student interactions. Education and Information Technologies, 27(1), 229-241.
Kukumbergová, A., & Kabát, M. (2020). Is LARP the answer to the gamification of events and education? A case study of the ongoing implementation of quests and coins to the core of the festival. Ad Alta: Journal of Interdisciplinary Research, 10(2), 224-227.
Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146-151.
Madigan, J. (2015). Getting gamers: The psychology of video games and their impact on the people who play them. Rowman & Littlefield Publishers.
Mago, Z. (2017). Seriózne a edukatívne hry v marketingovej komunikácii [Serious and educative games in marketing communication]. Analýza a výskum v marketingovej komunikácii, 5(1), 27-34.
Mago, Z., & Magová, L. (2016). Didaktické možnosti využitia digitálnych hier [Didactic possibilities of using digital games]. In E. Poláková (Ed.), Ľudské práva a prosociálna výchova: metodická príručka pre učiteľov základných škôl (pp. 61-75). Belianum.
Magová, L. (2020). The development of ethical education through digital games: The butterfly effect implementation. Acta Ludologica, 3(1), 32-45.
Maxis. (2014). The Sims 4 [Video game]. Electronic Arts.
Maxis Emeryville. (2013). SimCity [Video game]. Electronic Arts.
Michael, D. R., & Chen, S. L. (2005). Serious games: Games that educate, train, and inform. Thomson Course Technology PTR.
Mills, J. (2017). Minecraft as a framework for engagement. In S. Humble (Ed.), Creating the coding generation in primary schools (pp. 138-148). Routledge.
Mochocki, M. (2013). Larping the past: Research report on high-school edu-larp. International Journal of Role-Playing, 4, 132-149.
Mojang. (2009). Minecraft [Video game]. Mojang.
Nah, F. F.-H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P., & Eschenbrenner, B. (2014). Gamification of education: A review of literature. In F. F.-H. Nah (Ed.), HCI in business (pp. 401-409). Springer.
Naughty Dog. (2017). Crash Bandicoot N. Sane Trilogy. [Video game]. Sony Interactive Entertainment.
Naughty Dog. (2020). The Last of Us Part II [Video game]. Sony Interactive Entertainment.
Pajitnov, A. (1984). Tetris [Video game]. A. Pajitnov.
Plass, J., Homer, B., & Kinzer, C. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283.
Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
Quillfeldt, T. (2021). Virtual photographers prove that video games are art. Laced Records. https://www.lacedrecords.co/blogs/news/virtual-photographers-prove-that-video-games-are-art.
Respawn Entertainment. (2019). Star Wars Jedi: Fallen Order [Video game]. Electronic Arts.
Santa Monica Studio. (2018). God of War [Video game]. Sony Interactive Entertainment.
Santa Monica Studio. (2010). God of War III [Video game]. Sony Interactive Entertainment.
Serious Game Interactive. (2013). Playing History 2 – Slave Trade [Video game]. Serious Game Interactive.
Sucker Punch Productions. (2020). Ghost of Tsushima [Video game]. Sony Interactive Entertainment.
Škripcová, L. (2022). Media literacy in digital games. Media Literacy and Academic Research, 5(1), 131-140.
Švecová, M., Kačincová Predmerská, A., & Kaňuková, N. (2021). Digital skills and the awareness of seniors about virtual reality. Media Literacy and Academic Research, 4(2), 119-131.
Thomas, D. (2015). I played ‘Slave Tetris’ so your kids don’t have to. Los Angeles Times. https://www.latimes.com/entertainment/herocomplex/la-et-hc-played-slave-tetris-kids-20150904-htmlstory.html.
ThreeOuttaFive. (2021, November 28). How to take ADVANCED shots in photo mode – Marvel’s Spider-Man: Miles Morales (PS4/PS5) [Video]. YouTube. https://www.youtube.com/watch?v=gYRZboqOLQk.
Vanek, A., & Peterson, A. (2016). Live action role-playing (LARP): Insight into an underutilized educational tool. In K. Schrier (Ed.), Learning, education and games. Volume Two: Bringing games into educational contexts (pp. 219-240). ETC Press.
Vivitsou, M. (2019). Digitalisation in education, allusions and references. Center for Educational Policy Studies Journal, 9(3), 117-136.
Wati, I. F., & Yuniawatika (2020). Digital game-based learning as a solution to fun learning challenges during the Covid-19 pandemic. In A. P. Putra, N. L. S. Nuraini, P. S. Cholifah, E. Surahman, D. A. Dewantoro, T. A. Rini, R. F. Pradipta, K. M. Raharjo, D. Prestiadi, I. Gunawan, & A. Prastiawan (Eds.), Proceedings of the 1st international conference on information technology and education (ICITE 2020) (pp. 202-210). Atlantis Press.
Westera, W. (2015). Games are motivating, aren’t they? Disputing the arguments for digital game-based learning. International Journal of Serious Games, 2(2), 4-17.
Whitton, N. (2010). Learning with digital games: A practical guide to engaging students in higher education. Routledge.
Wojciechowski, Ł. P. (2018). The game is out there. Acta Ludologica, 1(2), 76-77.
Wright, T., Blakely, D. P., & Boot, W. R. (2012). The effect of action video game play on vision and attention. In J. Gakenbach (Ed.), Video game play and consciousness (pp. 65-82). Nova Science Pub Inc.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Zdenko Mago, Łukasz P. Wojciechowski, Magdaléna Balážiková, Amiee J. Shelton
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.